Lecturette 1:Lecturette 1:Shifts in Thinking and Shifts in Thinking and Practice that Support Practice that Support Inclusive SchoolingInclusive Schooling

In a school with In a school with MAINSTREAMING MAINSTREAMING

In an INTEGRATED SchoolIn an INTEGRATED School

Evolution of Inclusion Evolution of Inclusion (Definitions)(Definitions)

* Adapted from Gee, K. (2002) Looking closely at instructional practices: honoring and challenging all children and youth in inclusive schools. In Whole school success and inclusive education. Sailor, W. (ed) 123-138.

InclusionInclusion

The practice of providing a child with disabilities with his or her education within the general education classroom, with the supports and accommodations needed by that student. The inclusion typically takes place at the student’s neighborhood school. – (NICHY, 1995)

An Inclusive An Inclusive Environment Is:Environment Is:

The Focus of InclusiveThe Focus of InclusiveEnvironments:Environments:

Development of regular school and classroom communities that nurture and support the educational and social needs of every student in attendance

Stainback & Stainback

TIME LINETIME LINE COMPARISON OF INCLUSION COMPARISON OF INCLUSION DEVELOPMENTSDEVELOPMENTS

72% of students ages 6-21 were being educated in separate settings (28% in separate schools)

National Inclusion Trends

1950 1960

1970 1980 1990 20002003

Delaware Inclusion Trends

1950 1960

1970 1980 1990 2000 2003

Public Law 94-142

1996- Delaware still substantially below national integration average; Delaware Inclusion Project started

IDEABrown v. the Board of

EducationXX% of students with disabilities educated in regular ed. settings

XX% of students with disabilities educated in regular ed. settings

Courts begin to support right of LRE

Delaware Autism Project started

FEDERAL LEGISLATION FEDERAL LEGISLATION (IDEA)(IDEA)

THE LEAST RESTRICTIVE THE LEAST RESTRICTIVE ENVIRONMENT (LREENVIRONMENT (LRE))

Individuals with Disabilities Education Act: (IDEA) does not use the term ‘inclusion.’ It does require that learners be educated in the Least Restrictive Environment (LRE)

Continuum of Continuum of PlacementsPlacements

in Delawarein Delaware • Regular Setting

• Services Provided Both In Separate Special Education Classes and Regular Setting

• Separate Special Education In An Integrated Setting

• Separate Setting     

0.240.28 0.3 0.32

0.47 0.47 0.47 0.47

0%5%

10%15%20%25%30%35%40%45%50%

97-98 98-99 99-00 00-01

Delaware National Average

*Adapted from Sate Improvement Grant

Educational Placement in General Educational Placement in General EducationEducation

((Class 80% or more of the Day)Class 80% or more of the Day)

Key Elements of Key Elements of an Inclusive an Inclusive

SchoolSchool • Division and building-level consensus • Ongoing collaboration • Individualized goals weaved into

general activities• Provision of time • Strong administrative support • Parental involvement• Strong peer networks • Use of natural supports

Now that you have a Now that you have a background onbackground on

Inclusive practices, it Inclusive practices, it is time to put youris time to put your

IDEAS into PRACTICE!IDEAS into PRACTICE!

4 Action 4 Action ArenasArenas

5 Key Shifts in Practice

Student Effort

District Effort

Professional Effort

Organizational Effort

STUDENT

LEARNING

interdisciplinary,integrated curriculum

activity-based teaching

emphasis onuses of skills

attention to studentinterests & preferences

performance assessments

consideration ofmultiple intelligenceslearning styles“brain-based” learning

exhibitions & projects

TEACHING LEARNING

Classroom CurriculumClassroom Curriculum

PRIVATE EYE

Story Line

Multiple Intelligences

Literature Based Reading

READ RIGHT

Mind Mapping

Reading Recovery

Writing lab

SERVICE SUPPORT

comprehensiveinformation systemsfor school planning

reformed fundingsystems

innovative useof familyresources revised resource

allocation systems

personalizedlearning supports

continuousimprovementsystems

groupwork

teamworkcollaborative work

outcome-orientedaccountability systems

To hold in position; prevent from falling, sinking, or slipping

To bear the weight of, especially from below

To keep from failing during stress; lend strength to

Dianne L. Ferguson, 2002

“DEMAND” education

G 2 G 3 G 4 G 5G K G 1and so on

primary ages

middle

years

intermediate ages

“SUPPORT”

education

and so on

Reformed teachereducation

Mixed-abilitygroups ofteachers

time for adultsto work together

new roles for family & community

Teacher-directed CPD

Innovative schoolstructures & schedules

groupwork

teamwork

collaborative work

Continuing professionaldevelopment

INDIVIDUALPRACTICE

GROUPPRACTICE

IndividuIndividual al

PracticePractice

Group Group PracticPractic

ee

Shared Shared PracticPractic

ee

Dianne L. Ferguson, 2002

Practice-based inquiry

Whole school change models & approaches

Family linkages

Site-based decision-making & management

Quality-driven continuous improvement models

Community partnerships

Performance-based accountability systems

REFORM

CONTINUOUS IMPROVEMENT &

RENEWAL

Family work groups

Family coffees

Site-based decision-making & management

participation in building leadership teams

Shadowing as part of school improvement

Community partnerships

Business volunteers

Business partners

Community resource banks

FAMILY & COMMUNITY LINKAGES

PARENT INVOLVEMENT

A Parent Says.........A Parent Says...........

I want my children to succeed in school, to

know they succeeded, and to feel good about

that. I want the school to like my children…

Quoted in Sizer, 1985

Dewey (1902) Says..........Dewey (1902) Says..........

What the best and wisest parent wants for his child, that must the community want for all its children. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy.